Gamification – Best Practice

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In order to show an expanded perspective on learning with gamified elements, the basic components of every lesson must be highlighted: the context, the learning effects, and the motivation.

Game elements are to be used and classified in a context-specific manner so that the greatest possible learning success is achieved. Since gamified elements in the classroom are not equated with playing through serious games or other learning games, the intensity of learning does not depend on the length of the game. It is important to achieve the greatest possible identification with the game that is positively associated with perceived learning. The added value of using playful elements at lido classes lies primarily in the transfer of what has been learned to specific other contexts, situations, and other subjects and their requirements. The elements learned must be discussed and reflected on so that learning processes and goals are explicitly addressed. The extrinsic motivation can increase with the use of gamified elements, as the recipients consciously work towards a certain goal and are rewarded, for example, with points or the advancement of the level. Of course, the individuality of the students must also be taken into account here, as there must always be an intrinsic interest in working with the given elements. However, it is possible to use game-based elements to create a learning environment that is either specifically geared towards the students or shows elements that can be customized, which can help with learning and thus increase learning success ( Of course, the individuality of the students must also be taken into account here, as there must always be an intrinsic interest in working with the given elements).

However, it is possible to use game-based elements to create a learning environment that is either specifically geared towards the students or shows elements that can be customized, which can help with learning and thus increase learning success ( Of course, the individuality of the students must also be taken into account here, as there must always be an intrinsic interest in working with the given elements). However, it is possible to use game-based elements to build a learning environment that is either specifically geared towards the pupils or shows customizable elements that can help with learning and thus increase learning success. This includes developing an avatar or using specific learning methods. This increases the feeling of immersion and creates a bond with what has been learned.

A decisive factor for successful learning with the help of gaming elements at lido learning is the technical equipment that enables the quality and the use of these possibilities. Also, there must be a certain degree of media and creative application competence and, of course, willingness on the part of the teachers to pass on content and to work out time and effort in developing a game-based concept connected to the curriculum. Even if “basic conditions exist that allow the didactically meaningful use of computer games in the classroom without any problems, due to the habitual patterns of teachers, the use of digital games is not easy”. As a result, an interface between media convergence of entertainment media in everyday life and school must be created, which in the best case goes beyond the teaching context and thus creates context-specific patterns of action that lead to increased learning success. It is important not only to enable participation on the part of learners as well as teachers but especially the feedback function that provides social disputes and the awareness of one’s competencies.